Grade: 7 Unit: 5Week: 3 Content: ELA Dates: 3/25-3/28
Theme Essential Question: How do authors make science fiction believable?
Essential Question(s):
What defines science fiction?
What writing techniques do authors use to make science fiction believable?
Standards (Week 3-4)
W.7.3 Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.7.3.a Text Types and Purposes: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
W.7.3.b Text Types and Purposes: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
W.7.3.c Text Types and Purposes: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
W.7.3.d Text Types and Purposes: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
W.7.3.e Text Types and Purposes: Provide a conclusion that follows from and reflects on the narrated experiences or events.
W.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
L. 7.1.a Conventions of Standard English: Explain the function of phrases and clauses in general and their function in specific sentences.
Ongoing Standards
R.L.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
R.L.7.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
R.I.7.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literary non-fiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.9 Research to Build and Present Knowledge: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.10 Range of Writing: Write routinely over extended time frames (times for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.1.a Comprehension and Collaboration: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.1.b Comprehension and Collaboration: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
SL.7.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
SL.7.1d Comprehension and Collaboration: Acknowledge new information expressed by others and, when warranted, modify your own views.
L.7.2 Conventions of Standard English: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
L.7.4.a Vocabulary Acquisition and Use: Use context (e.g., the overall meaning of a sentence or paragraph; word’s position or function in a sentence) as a clue to the meaning of a word of phrase.
L.7.4.c Vocabulary Acquisition and Use: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital prints to find the pronunciation of a word or determine or clarify its precise meaning or its part growth.
L.7.6 Vocabulary Acquisition and Use: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension.
Objectives(Week 3 and Week 4)
TLW will continue to read and discuss science fiction stories and nonfiction texts about space, robots, and planets.
TLW write a variety of responses to literature.
TLW participate in group discussions.
TLW create short science fiction story
Assessment Product (Week 3 -4)
Quick-write: Write a short essay response to the essential question: “How do authors make science fiction believable? Research previously read texts or multi-media and cite specific details to support your response.
Science Fiction narrative piece: Students will begin planning and writing first draft of science-fiction piece with emphasis placed on the following:
Writers will select a setting and decide on characters
What’s unusual about the circumstances
Determine science-fiction characteristics
Fantasy vs Science Fiction
Common Settings for science fiction: in the future, alternate timeline, in outerspace
Common Themes for science fiction: time travel, alternate histories/societies/universes, body and mind alterations
Key Questions (match Standard)
How will the student organize information for science-fiction piece?
Does the piece display characteristics of a science fiction story?
Observable Student Behaviors (Performance)
Students will be able to organize relevant information.
Writing piece will reflect science-fiction characteristics
Vocabulary
ELA
science-fiction
genre
theme
timeline
Suggested Activities (see Legend to highlight MCO and [HYS])
Class Discussion Intercultural Competence, Socialization
Compare and contrast settings and experiences from various science fiction stories read, or viewed. How can you generalize about the genre of science fiction ?
Jigsaw Reading (The Giver): Discussion Intercultural Competence, Socialization
Give students an introduction to and a summary of the excerpt. Then have students meet in small groups for Jigsaw reading. Each person should read part of the excerpt and explain the content to the others. HMU3p387 Resource: Best Practices Toolkit p.A1 http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/osp/data/ms_bptoolkit_A.pdf
Homework
Terminology for Teachers Fantasy vs Science Fiction
Common Settings for science fiction: in the future, alternate timeline, in outerspace
Common Themes for science fiction: time travel, alternate histories/societies/universes, body and mind alterations.
This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example.
W.7.3bWriting for Impact
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.
W.7.3d Writing
This lesson teaches the traits of memoir. Lesson is used in conjunction with Sandra Cisneros' memoir book, House on Mango Street.
W.7.3e Audience Analysis
Take account of how well the reader knows the topic
W.7.4 The Writing Process
Multi-day unit covering the five steps, with added review games as well as links to short videos.
W.7.5 Planning a Short Story
This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing a short story. Planning pages are included.
L7.1a Introduction to Prepositions and Quiz
Introduction to Prepositions and Prepositional Phrases as well as a quiz.
L.7.1a Independent and Dependent Clauses
An intro to sentence combining. Shows students the differences between independent and dependent clauses.
Grade: 7 Unit: 5Week: 3 Content: ELA Dates: 3/25-3/28
Theme Essential Question: How do authors make science fiction believable?
Essential Question(s):
Standards (Week 3-4)
Ongoing Standards
Objectives(Week 3 and Week 4)
Assessment
Product (Week 3 -4)
Key Questions (match Standard)
Observable Student Behaviors (Performance)
Vocabulary
Suggested Activities (see Legend to highlight MCO and [HYS])
- Textbook: http://my.hrw.com
- Class Discussion Intercultural Competence, Socialization
Compare and contrast settings and experiences from various science fiction stories read, or viewed. How can you generalize about the genre of science fiction ?Homework
Terminology for Teachers
Fantasy vs Science Fiction
Common Settings for science fiction: in the future, alternate timeline, in outerspace
Common Themes for science fiction: time travel, alternate histories/societies/universes, body and mind alterations.
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers
Resources
Professional Texts
Online textbook: http://my.hrw.com
Literary Texts**
- The Giver (Lois Lowry) HMU3p386 (excerpt)
- A Wrinkle in Time (Madeleine L’Engle)
- House of the Scorpion (Nancy Farmer)
- Among the Hidden (Margaret Peterson Haddix)
- PLAY- The Monsters are Due on Maple Street (Rod Serling) HMU1p138
Marzano Power Thinking Activity [Objectives/Feedback] Racism/Discriminationhttp://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/power_thinking/7_monsters.pdf
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
- W.7.3 Sensory Description
This interactive lesson instructs students in the art of adding sensory details to their descriptive writing. Definitions and examples are provided, as well as an interactive example.- W.7.3bWriting for Impact
Use a range of techniques and different ways of organizing and structuring material to convey ideas, themes and characters.- W.7.3d Writing
This lesson teaches the traits of memoir. Lesson is used in conjunction with Sandra Cisneros' memoir book, House on Mango Street.- W.7.3e Audience Analysis
Take account of how well the reader knows the topic- W.7.4 The Writing Process
Multi-day unit covering the five steps, with added review games as well as links to short videos.- W.7.5 Planning a Short Story
This lesson is to be used in a Writers' Workshop. This lesson helps students plan for writing a short story. Planning pages are included.- L7.1a Introduction to Prepositions and Quiz
Introduction to Prepositions and Prepositional Phrases as well as a quiz.- L.7.1a Independent and Dependent Clauses
An intro to sentence combining. Shows students the differences between independent and dependent clauses.Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
7 Matrix
Accelerated 7
Matrix
Week 1
Week 2
Week 3
Week 4
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4